The study analyzes how pedagogical approaches in makeup schools are being transformed under the influence of artificial intelligence (AI), augmented reality (AR), and virtual reality (VR) tools, and determines their role in the formation of cognitive and psychomotor skills. The methodological basis relies on a systematized review of publications from Scopus and IEEE and a qualitative comparative analysis in a case study format of leading technological solutions (Modiface, PerfectCorp, Pivot Point LAB). The interpretation of materials was carried out through the theoretical lens of TPAACK (Technological Pedagogical Aesthetic and Content Knowledge), which makes it possible to consider the technological component in conjunction not only with pedagogical and content knowledge, but also with the aesthetic component that is critical for the makeup artist profession. The results obtained indicate that AI tools are most effective at the cognitive stage of learning: algorithmic processing of appearance parameters and facial morphology contributes to the automation of analytical operations and reduces the share of routine procedures, reallocating the educational emphasis toward semantic interpretation of data and the adoption of artistically justified decisions. AR simulators, in turn, provide a safe format for psychomotor practice, making it possible to train movement accuracy and application technique without material losses and without risk to the model. At the same time, the didactic return of these tools decreases due to systematic distortions in learners self-assessment of mastered skills, as well as due to a pedagogical gap manifested in a mismatch between the pace of updating teaching methods and the speed of implementing technological tools. A comparative review of the cases shows that the greatest degree of maturity is characteristic of pedagogical ecosystems in which digital solutions are integrated with their own educational model and mechanisms for objective monitoring of progress; Pivot Point LAB is highlighted as an example, demonstrating a more coherent architecture of learning and control of the dynamics of competency formation. The set of conclusions confirms that the TPAACK framework serves as a necessary foundation for designing effective and inclusive digital learning environments in professional makeup education, as it ensures consideration of technological, pedagogical, content, and aesthetic components within a single logic. The conducted study has practice-oriented value for the EdTech research community, developers of educational software, and management teams of vocational education organizations in the beauty industry.

digital pedagogy, TPAACK, makeup, AI, AR/VR, psychomotor skills

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